Section References

Lesson 12 
Number Lines

Lesson 14 
Using Number Lines 
CHECKPOINT

Lesson 18 
Making Graphs

Lesson 19 
Reading Picture Graphs

Lesson 24 
Comparing Length

Lesson 25 
Measuring Length

Lesson 44 
Geometric Figures

Lesson 45 
Geometric Patterns

Lesson 46 
Identifying Solid Figures

Lesson 77 
Number Line Practice

Lesson 78 
Measuring Lengths 
in Inches and Feet

Lesson 79 
Measuring Length 
in Metric Units

Lesson 85 
Measuring Weight 
in Pounds

Lesson 86 
Measuring Weight 
in Kilograms

Lesson 88 
Pennies, Nickels, 
and Dimes

Lesson 89 
Doubles and Halves

Lesson 96
Measuring Length in 
Feet and Yards

Lesson 102
Fractional Length

Lesson 107 
Estimating Length

Lesson 121 
Studying the Cube

Lesson 151 
Amounts of Money

Lesson 152 
Quarters, Dimes, and
Nickels

Lesson Plans
http://www.pacificnet/
~mandel/index.html

Software

Hands-On Math I and II, 
Ventura Educational 
Systems, 1995
floppy mac/windows

Time Town, Steck-Vaughn
Interactive Learning, 1995
cd mac/windows

Specific Textbook 
Web Sites

http://www.glencoe.com/
sec/math/prealg/mathnet/

http://www.eduplace.com/
links/

http://www.eduplace.com/

http://www.hmco.com/
college/mathematics/
index.html

http://www.mcdougallittell
.com/

http://www.hmco.com/

http://www.SRA-4KIDS.com/

General Math 
Reference Sites

http://www.learner.org/
sami/view-category.php3?
category=math

http://www.score.k12.ca.us/

http://henson.austin.
apple.com/edres/curric.
shtml

http://school.discovery.com/
schrockguide/index.html

http://www.EDsOasis.org/

http://www.math.com/

http://www.nea.org/
grants/free.html

http://www.wcom.com/
marcopolo/

http://www.udel.edu/sine/

http://dewey.chs.chico.
k12.ca.us/math.html

Free Stuff

http://www.nea.org/grants/
free.html

State/National Math 
Ed Organizations

http://www.nctm.org/

http://www.cde.ca.gov/

Calif. Dept. of Ed. Standards, Assessment, Ed Reference.

Calculator Reference Site

http://www.ti.com/
calc/docs/calchome.html

1.) Students weigh their apples using bear counters (if these are not available, use an object of your choice). They record their answer on a Posit with their name and stick it on the board. Using the data collected from the whole class, make a graph depicting the number of bear counters necessary to balance the scale. 

2.) Students work in pairs and trace their own shoe print on chart paper. Students use blocks, tiles or cubes to measure the outline of their footprint. Partners compare the size of their feet by the number of objects it takes to cover their footprint.

Students are assessed on an individual basis by teacher/ helper: 

1.) Students will measure the circumference of different sized objects using paper clip chains. They will tell the teacher/ helper which object is the largest and arrange the objects by size. 

2.) Students trace the outline of their hand and cover it with garbanzo beans and count how many beans it takes. Students then compare their outline with several classmates and determine which outline is larger/ smaller and explain their conclusions to the teacher/ helper. 

3.) Students choose two objects in the room to weigh on the balance. They estimate by sight, which one should be heavier. Students weigh each object on the balance using bear counters. They tell the teacher/ helper which is heavier and explain how they arrived at this conclusion.